I wrote a post last week in which I reflected on some ways in which more might come from phonics teaching, here.
This post brings in further experiences.
As a new word to blend, I wrote “h”, “e” and “n” on the board. There was a reason here. They had recently looked at and discussed the book “The Little Red Hen” and the word was familiar to them. In the light of relating to previous knowledge, especially while students were still in the early stages of seeing how sounds can be blended to make real words, I used this.
I did have an interest in seeing what ideas would be sparked.
We successfully read the sounds and then blended to read the word together showing the increased speed and familiarity with the process. Definitely an intention of the session.
However then, without even being asked a student said, “The Little Red Hen.” Others nodded. Knowledge had definitely been accessed.
I asked, “Who wants to make a sentence relating to hens？“
After a little thinking time, I had some volunteers. I didn’t push the discussion to happen quickly, always trying to promote the atmosphere of allowing students time to think and be relaxed. A girl was a little hesitant, but I smiled and waited. Her classmates did too. We had had time to practice love, caring and support, important social and emotional skills in their own right, but also valuable for building the environment of the classmate.
She told us – “Hens are girls. They are chickens.” She brought up the point that had been discussed during the “Little Red Hen” book and reminded us. This was the opportunity for reflection and review of knowledge, initiated by students. The girl also had a new opportunity to build up confidence.
Some other points were said from the story, including, ”The hen makes bread.” There was a short opportunity for language practice and comprehension of the story.
As a final point, a student said, “I like ghost hens.” We now had the opportunity to practice creativity.
As a final activity before we concluded, we first impersonated ghosts on our chairs, and then ghost hens. An opportunity for role-play expression and to engage everyone, and a subtle opportunity for a teacher to see understanding of this word and concept.
So to further my thoughts from the previous post, when we are teaching a skill or area of knowledge, we should never forget the context in which we are in. Of course, the extent to which we can deviate or broaden what we are doing, for example deviating from the focus on synthetic phonics, will depend for example on our time constraints and urgency to develop this specific skill.
However, there are definitely benefits where we can from extending discussions, even if only briefly for more skill practice. Thinking of short, quick ways other skill practice or check ins with students could be included can have its rewards.
In any situation, never forget the most important thing – your students and their sense of belonging and opportunity to have a voice and place in the classroom, and build up confidence and skills at their own rate.